Mixed Race Studies

Are Mixed Race Couples and Families Still Fighting for Acceptance in Alberta?

Alberta Primetime
Edmonton, Alberta
2013-06-12

Jennifer Martin, Host

Monica Das, Registered Psychologist

Yvonne Breckenridge
University of Alberta

Alberta Primetime is a daily current affairs show airing weeknights from 7pm MST to 8pm MST. Airing across Alberta on CTV Two Alberta, Alberta Primetime drills through the surface of current issues to explore the ideas and concerns of Alberta’s real energy sector – its people.

The face of Alberta families is changing, but are Albertans still struggling to catch up?

We talk to Monica Das, registered psychologist and Yvonne Breckenridge, from the University of Alberta.

Watch the video here.

Standing on Both Feet: Voices of Older Mixed-Race Americans [Interview]

KING-TV 5, Seattle Washington
2013-06-11

Margaret Larsen, Host
New Day Northwest

June 12 marks the 46th Anniversary of a landmark ruling by the United States Supreme Court which overturned a ban on interracial marriage that had been place on many states. But even before the ruling, couples of different races were getting married, some going great lengths to hide their differences to do so.

Sociologist Cathy Tashiro interviewed a number of people who either broke the law or found some other way to be with the ones they love.

The result is a new book, Standing on Both Feet: Voices of Older Mixed-Race Americans.

Cathy joined Margaret to talk about the inspiration behind the book and her own upbringing as the child of a mixed race couple. She also shared some of the experiences shared by the men and women she interviewed for the book…

Read the entire article and watch the video here.

Navigating Multiple Identities: Race, Gender, Culture, Nationality, and Roles ed. by Ruthellen Josselson and Michele Harway (review)

The Review of Higher Education
Volume 36, Number 4, Summer 2013
pages 565-566
DOI: 10.1353/rhe.2013.0038

Sarah Rodriguez

In their edited book, Navigating Multiple Identities: Race, Gender, Culture, Nationality, and Roles, Ruthellen Josselson and Michele Harway explore the ways in which individuals navigate across their multiple identities and achieve personal integration in the context of our increasingly complex, globalized world. Josselson, Professor of Clinical Psychology at Fielding Graduate University, along with her co-editor Michele Harway, Faculty Research Specialist in the School of Psychology at Fielding Graduate University, bring to the table extensive experience in examining human development in the areas of research and practice, particularly regarding issues of gender development and the intersection of multiple identities.

The book is intended to examine how individuals balance changes in their personal and social location, while integrating and balancing various aspects of their personal and social selves. Approaching their topic from a psychological standpoint, the authors are particularly interested in the personal psychological processes in which individuals engage in order to shift from or transition between multiple identity intersections. Although Josselson and Harway’s explicit interest is in the personal processes of identity navigation, the various authors recognize the significant impact of the social world on internal dialogues and subsequent development across multiple identities. The authors are transparent regarding their positionality on identity as a fluid, socially constructed idea that reflects the social and historical context of our world. These constructs, which were salient across all chapters of the book, serve as a way to connect the wide spectrum of explorations of development that unfold within this text.

To explore the navigation of multiple identities, this book centers on individuals who are navigating across five identity structures: (a) racial minority status and majority status, particularly as it relates to life in the United States; (b) cultures with different values of collectivism versus individualism (or other culturally related values), with examinations of both internal and external conflict; (c) gender identities, including the masculine, feminine, and transgender experiences; (d) roles, particularly as they are related to socially constructed ideas of gender; and (e) cultural expectations versus individual definitions and how those two are often pitted against each other throughout one’s identity development.

The 13 chapters of the book are organized into three loose thematic sections. The first section, consisting of Chapters 2 and 3, considers development both theoretically and phenomenologically in order to address the ways in which current theory can be utilized to understand the navigation of multiple identities. The second section of the book, Chapters 4-8, illuminates the identity navigation process through examples of several groups within the United States, particularly focusing on issues related to masculine and feminine experiences and the multiple identities of women and transgender individuals as well as the duality experienced in Japanese American identity development. Given the background of the authors in issues of gender development, I was not surprised by the heavy influence of gender that can be seen in these chapters and elsewhere within the book.

Chapters 4 and 7, particularly, are important given the growing interest in examining the intersectional nature of masculine and transgender experiences. Section 3, Chapters 9-13, considers a series of cross-cultural populations, including areas relating to Black identity, mixed identity in the context of long-term committed relationships, intersectionality of immigrant males, discourse analysis of multiple identities, and transnational development.

Overall, the text is written from a predominantly psychological approach and is intended as an introduction to multiple identities—€”perfect for graduate students studying identity development in a variety of fields. It has the potential to be used in such fields as psychology, social work, gender studies, and higher education. The authors write in an inviting, easily accessible style, and the editors have organized the material lucidly. Although it is an edited book, it remains true to the theme throughout, even though the theme of navigating multiple identities is very loose and often lends itself to diffused exploration. I appreciated the diverse nature of identities presented in this book, which included race, gender, culture, nationality, and roles. This text provided…

Black-White Biracial Children’s Social Development from Kindergarten to Fifth Grade: Links with Racial Identification, Gender, and Socioeconomic Status

Social Development
Volume 23, Issue 1 (February 2014)
pages 157–177
DOI: 10.1111/sode.12037

Annamaria Csizmadia, Assistant Professor of Human Development and Family Studies
University of Connecticut, Stamford

Jean M. Ispa, Professor of Human Development and Family Studies
University of Missouri, Columbia

In this study, we investigated trajectories of Black-White biracial children’s social development during middle childhood, their associations with parents’ racial identification of children, and the moderating effects of child gender and family socioeconomic status (SES). The study utilized data from parent and teacher reports on 293 US Black-White biracial children enrolled in the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K). Growth curve models suggested increasing trajectories of teacher-reported internalizing and externalizing behaviors between kindergarten and fifth grade. Parents’ racial identification of children predicted child externalizing behavior trajectories such that teachers rated biracially identified children’s externalizing behaviors lower relative to those of Black- and White-identified children. Additionally, for White-identified biracial children, the effect of family SES on internalizing behavior trajectories was especially pronounced. These findings suggest that in the USA, how parents racially identify their Black-White biracial children early on has important implications for children’s problem behaviors throughout the elementary school years.

Read or purchase the article here.

Half-Caste as Seen Through the Eyes of James Southard

Mixed Race Radio
Blog Talk Radio
2013-06-05, 16:00Z (12:00 EDT)

Tiffany Rae Reid, Host

James Southard has always been drawn to the creation of authentic stories that are visually and emotionally compelling. His love of music and photography eventually led him to the video business as an Associate Producer working for Quincy Jones’ cable network (NUE-TV) in 2000. Since then, Mr. Southard has worked with clients such as Discovery Channel, HGTV, TV- Guide Channel, as well as several universities and non-profit organizations.

While James is proud of the time he spent as a youth working for his father in a grocery store and as a white-water rafting guide in his early 20s where spent three years working with emotionally challenged youth, James made a mark in his high school when he and his friend, Darrel Satcher started the first black students club.

On Today’s episode of Mixed Race Radio, we will discuss James’ love of Hip Hop and some of the experiences that have shaped him and his ideas of race as a social, rather than a biological, construct since he became a Hip Hop DJ in 1992. James will talk with us about some of his interesting experiences dealing with racism as a man who self-identifies as mixed and how he navigates the concept of race with his family and a community that sometimes feels he…

For more information, click here.

Winning the Race

NYU Alumni Magazine
Fall 2012

Andrea Crawford

As the first African-American president runs for reelection, researchers examine the subliminal influence of political ads

 In 1990, longtime North Carolina Senator Jesse Helms was trailing challenger Harvey Gantt, an African-American who supported affirmative action, when the Helms campaign produced the infamous “hands” commercial. As the camera focused on the hands of a white person holding a letter, the narrator said: “You needed that job, and you were the best qualified, but they had to give it to a minority.” Helms went on to win the election.

In another famous appeal, an ad for the 1988 Republican presidential candidate George H.W. Bush featured the menacing mug shot of convicted murderer Willie Horton. The spot explained how the African-American had committed assault while on furlough from a Massachusetts prison—a program supported by Michael Dukakis, the state’s governor and the Democratic presidential candidate. Bush won the presidency in a landslide.

It was into this environment that Charlton McIlwain, associate professor of media, culture, and communication at the Steinhardt School of Culture, Education, and Human Development, came of age. These types of appeals clearly work, he thought, and he set out to determine how and why. Around the same time, David Amodio was first exploring research that showed self-avowed egalitarians actually exhibited unconscious biases. Now an NYU associate professor of psychology and neural science, he began his career asking how such automatic types of prejudice could exist in opposition to one’s beliefs. Until recently, these kinds of questions were complicated by a reliance on often-flawed self-reports—people simply feel uncomfortable admitting bias and are sometimes not even conscious of it. But today, McIlwain and Amodio have come together in a timely pursuit. As the first African-American president runs for reelection, they are investigating the power of racial appeals in political ads by turning to neuroscience…

Read the entire article here.

Bicultural Identity Negotiation, Conflicts, and Intergroup Communication Strategies

Journal of Intercultural Communication Research
Volume 42,  Issue 2, 2013
pages 112-134
DOI: 10.1080/17475759.2013.785973

Adrian Toomey
California State University, Fullerton

Tenzin Dorjee, Assistant Professor of Human Communications Studies
California State University, Fullerton

Stella Ting-Toomey, Professor of Human Communications Studies
California State University, Fullerton

This qualitative study explores the significant yet understudied topic of bicultural identity and intergroup-intercultural communication. Ting-Toomey’s identity negotiation theory and Giles’ communication accommodation theory guide this investigation into the meaning construction of “bicultural identity” of Asian/Caucasian individuals and their intergroup communication strategies. Bicultural identity development is a multilayered, complex lived experience. Response analysis to the research questions revealed eight thematic patterns such as bicultural construction of integrated identity, distinctive communication practice, and identity buffering strategies. These patterns culminate to the proposed idea of a “double-swing bicultural identity” model. The study concludes with a discussion on contributions, limitations, and future directions.

Read or purchase the article here.

Looking the Part: Social Status Cues Shape Race Perception

PLoS ONE
Volume 6, Issue 9: e25107
Published: 2011-09-26
DOI: 10.1371/journal.pone.0025107

Jonathan B. Freemam,  Assistant Professor of Psychological & Brain Sciences
Dartmouth College, Hanover, New Hampshire

Andrew M. Penner, Associate Professor of Sociology
University of California, Irvine

Aliya Saperstein, Assistant Professor of Sociology
Stanford University

Matthias Scheutz, Associate Professor of Computer Science
Tufts University, Medford, Massachusetts

Nalini Ambady, Professor of Psychology
Stanford University

It is commonly believed that race is perceived through another’s facial features, such as skin color. In the present research, we demonstrate that cues to social status that often surround a face systematically change the perception of its race. Participants categorized the race of faces that varied along White–Black morph continua and that were presented with high-status or low-status attire. Low-status attire increased the likelihood of categorization as Black, whereas high-status attire increased the likelihood of categorization as White; and this influence grew stronger as race became more ambiguous (Experiment 1). When faces with high-status attire were categorized as Black or faces with low-status attire were categorized as White, participants’ hand movements nevertheless revealed a simultaneous attraction to select the other race-category response (stereotypically tied to the status cue) before arriving at a final categorization. Further, this attraction effect grew as race became more ambiguous (Experiment 2). Computational simulations then demonstrated that these effects may be accounted for by a neurally plausible person categorization system, in which contextual cues come to trigger stereotypes that in turn influence race perception. Together, the findings show how stereotypes interact with physical cues to shape person categorization, and suggest that social and contextual factors guide the perception of race.

Read the entire article in HTML or PDF format.

“My dad is samurai”: Positioning of race and ethnicity surrounding a transnational Colombian Japanese high school student

Linguistics and Education
Available Online: 2013-05-22
DOI: 10.1016/j.linged.2013.03.002

Satoko Shao-Kobayashi
Chiba University, Japan

Highlights

• Racial hierarchies in different countries impact transnational students’ positioning in local contexts.
• Participants Other coethnics by using various labels to destigmatize their own minority positions.
• Racial mixedness is variously interpreted and represented in the identity negotiation.
• Social stratification of dominance and subordination is reenacted through Othering of coethnics.

From sociocultural, interactional and critical perspectives, this study investigates the practices and ideologies of racial and ethnic identities and relationships surrounding Jun, a Colombian Japanese high school student, within a transnational Japanese student community at Pearl High School (pseudonym) in California. In particular, the analysis focuses on how Jun’s racial and ethnic positioning is interpreted and represented by others and himself through examining their labeling and categorization practices. I utilized the analysis of two-year ethnography, in-depth discourse analysis of narratives and conversations and mental map analysis. The study shows how Jun and other participants interactionally negotiated their racial and ethnic identities and relationships by strategically positioning each other in an attempt to survive in the environment where they were marginalized. The study illuminates the dynamics and politics of inter-/intraracial and ethnic relations and identities as well as the circulation of a persisting Whiteness ideology in a global context.

Read or purchase the article here.

Multiracial Identity Development and the Impact of Race-Oriented Student Services

Kansas State University
2013
46 pages

Margaret Roque

A REPORT submitted in partial fulfillment of the requirements for the degree MASTER OF SCIENCE Department of Special Education, Counseling, and Student Affairs College of Education

Multiracial identity development has been a topic of study that has slowly begun to grow interest in academia. While it is important to acknowledge the process of multiracial identity development in and of itself, it is also essential to understand how this development is influenced by different ecological factors in higher education, such as when and where a multiracial student may encounter instances of marginalization, as well as instances of mattering. One of the more prominent facets of this ecology is race-oriented student services, which can provide either a space in which multiracial students feel marginalized, or one in which they feel that they matter. This report will examine multiracial identity development and why it is needed in order to better understand multiracial students’ needs, as well as how race-oriented student services affect development and expression of their identity.

Table of Contents

• List of Tables
• Chapter 1 – Introduction
  • Concepts and Key Terms
  • Race as a Social Construct
  • Mattering and Marginalization
  • Summary
• Chapter 2 – Review of the Literature
  • Introduction
  • Monoracial Identity Development
    • Cross & Fhagen-Smith’s Life Span Model of Black Identity Development
  • Multiracial Identity Development
    • Poston’s Biracial Identity Development Model
    • Root’s Five Types of Identity
    • Renn’s Identity Patterns
    • Multiracial Identity Denial
      • External Identity Denial
      • Internal Identity Denial
    • The Effects of Marginalization
  • Race-Oriented Student Services
  • The Influence of Campus Ecology on Multiracial Identity
  • Monoracial Race-Oriented Student Services
    • External Denial
    • Marginalization
  • Multiracial Race-Oriented Student Services
    • Providing a Sense of Mattering
    • Making Meaning of Marginalizing Experiences
  • Summary
• Chapter 3 – Analysis through Personal Reflection
  • Personal Narrative
• Chapter 4 – Implications for Student Affairs Practitioners and Future Research
  • Implications for Student Affairs Practitioners
  • Need for Future Research
  • Conclusion
• References

Read the entire report here.